Cretin species are prepared to lean some things more easily then others

Condition Taste Aversion

Present an animal with an unfamiliar taste and make them sickAnimal will avoid taste

Behaviorists

Emphasized the importance of observable behavior opposed to unobservable subjective mental processthe importance of controlled laboratory experiments on conditioningthe environment (Empiricism) is more important then innate patterns of Behavior

Habituation

Decreases in responsiveness with Repeated stimulation

Sensitization

Increasing in Responsiveness with repeated stimulation

Associative Learning

Two or more stimuli are associated

Classical or Pavlovian Conditioning

The most fundamental form of associative learningdiscovered by the Russian scientist, Ivan PavlovDog Salivating Experiment

Conditioned Stimulusused to make a responses happen (A tuning fork, Not a natural stimulus)

CR

Conditioned Responsehappens when CS is presented (Dog salivates even tho no food just hears tuning fork)

Acquisition

Learning of the CS-CR

Extinction

A reduction in the CR that occurs when the CS is presented without the US

Spontaneous Recovery

The Reappearing of an extinguished CR following and interruption of extinction

Generalization

After Conditioning to a specific CS organism responds to different CS (Determined by similarity in CS)

Discrimination

Organism perceives difference between 2 CS and behaves differently depending upon which one is present

Semantic Conditioning

Using Words as CS in human classical conditioningGeneralizes to meaning of word not sound or what it looks like

Conditional Emotional Response (CER) Conditioning

Classical conditioning in which the UR and The CR involve emotional responses

Immune System Conditioning

Conditioning the immune system to do things(Saccharine -->Cytotoxic-->T-Lymphocytes)

Instrumental or Operant Conditioning

Associate responses with various types of stimulusLearning/Performances of responses is affected by the rewarding or punishment consequences of the responses

Puzzle Box

Thorndike -->cat in box-->hit latch gets out and gets foodAfter multiple times in box cat gets out quicker and quicker (learning curve)

Operant Chamber

Skinner --> box with lever-->Rat in box when hits lever get reward

Thorndike's Law of Effect

If Stimulus then Response then Stimulus that is a satisfier then S-->R increases frequency or speed or responseIf Stimulus then Response then Stimulus that is an annoyer then S-->R decreases frequency or speed of response

Skinners Empirical Law of Effect

If R-->S and probability, Frequency or speed is increased then "Reinforcement" has occurredIf Probability, Frequency or speed is decreased then S is called "Punisher"

Positive Reinforcement

A responses followed by presentation of a good reinforcerincrease in probabilityEffective in directing behavior to a particular endpoint

Negative Reinforcement

Stimulus turned off by behavior(annoying sound before seat-belt turns it off)increases response probabilit

Punishment

A response followed by presentation of punishmentdecreases Response probabilityCan have negative consequences

Omission

Get separated from stimulusDecreases responses probability

Schedule of Reinforcement

The Relation between the responses requirement and the delivery of reinforcement

Continuous Reinforcement

Each response is reinforced

Intermittent Reinformcent

Every response is not necessarily reinforced

Ratio Schedule

A specific Number of response must be emittedForm of intermittent schedule

Interval

First responses after a specific time is reinforcedForm of intermittent schedule

Fixed Ratio (FR)

Reinforcement occurs after a specific number of responses

Variable Ratio (VR)

Reinforce occurs after a specific number of responses occurs but the number of responses varies around an averageHigher Ratios generate higher response rate

Fixed Interval

The first response after fixed time interval is reinforcedpost reinforcement pauses which is longer with larger intervals

Variable interval

The first response after fixed time interval is reinforced But the time varies around an average

Generate a steady stable of consistent rate of responding with few pauses

Ratio Strain

If Ratio is to high organism stop working for the reinforce

Progressive Ratio Schedule

Can be used to determine how much work an organism will do for reinforcementwith this schedule the reinforcement with this schedule the ratio value keeps getting higher and higher untill animal stops

Direct intense exposure to phobic stimulus to induce extinctionIf phobia of snakes throw someone in a room filled with snakes

Systematic Desensitization (Counter conditioning)

Patient learns to relax then gradually learns to associate the relax state with the phobic stimulusif phobia of snake get relaxed then look at pictures then say snake in next room then go in room with snake then touch snake

Motivation

The Process through which organisms control the Proximity or Availability of StimuliEmphasizes how behavioral process regulate internal and external environmentBehavior can control presentation on proximity of Stimuli

Emphasizes that motivational conditions can present a challenge to normal psychological and physiological functionsRepresent challenges; Changes you

Phases of motivated Behavior

Instrumental (press lever) --> consummatory (Consume food)

Aspects of Motivational behavior

Activational and Directional

Activational aspec of Motivated Behavior

Motivated behavior is characterized by high degree of Vigor, persistence, effort

Directional Aspect of Motivated Behavior

Behavior is directed toward or away from a particular stimuli

Organisms act to Regulate there.....

Environment

How Do organisms regulate there environment

They Deliver appetitive motivational stimuli to themselve (want to get good things;Pos)They prevent appetitive stimuli from being removed (want to keep good thigns;Omission)The act to turn off or remove aversive stimuli (neg Rein)They do not do the things that result in delivery of aversive stimuli (Pun)